Interprofessional collaborative learning (IPCL) is essential in developing the competencies necessary for healthcare professionals to work efficiently in multidisciplinary teams. This work examines the role of Problem-Based Learning (PBL) methodology and explores how scientific outreach activities, particularly through blogs, can enhance learning, disseminate knowledge, and foster communication skills. Students learn how to work across disciplines to understand complex medical problems, combining their expertise to analyze and propose diagnostic tests, and discuss treatment strategies. They also gain experience in researching complex topics and synthesizing information from multiple sources. The blog-writing task helps students improve their ability to communicate scientific concepts to a wider audience, making complex information accessible to non-experts. Students from different disciplines gain a broader understanding of how their specific fields intersect and contribute to solving medical problems, which enhances their preparedness for real-world clinical practice, where interdisciplinary collaboration is key to providing effective patient care.

The exercise consisted of a case-based learning activity in which health students reflected on the teamwork and communication skills necessary to collaborate effectively in a professional healthcare team. Incorporating blog-writing tasks methodology made the learning experience more interactive, engaging, and real-world focused. These tasks helped students develop critical skills, including effective communication, teamwork, and critical thinking, all of which are essential in the healthcare field. The study employed a quasi-experimental design with pretest and posttest, using the TeamSTEPPS™ Teamwork Attitudes Questionnaire (T-TAQ) to assess communication. A total of 80 medical students participated, completing the questionnaires and showing an increase in scores across all subscales of the T-TAQ (p < 0.05). The students highlighted the interactivity and engagement of the program, which enhanced their understanding of teamwork and communication in the healthcare context. The implementation of the T-TAQ showed positive results in improving attitudes toward teamwork, communication, and patient safety, including improvements in collaboration, reduction of medical errors, increased confidence in leadership, and better performance in patient care. In summary, the T-TAQ not only evaluates attitudes but also serves as a tool for continuous feedback, facilitating the implementation of improvement strategies in healthcare team training.

Keywords: Problem-Based Learning, Teamwork, Communication Skills, Blog-Writing Tasks, Healthcare Education.